Socio-psychological and spiritual-moral problems of neurodidactics in inclusive practice

Introduction. Relevance and research problem. Socio–psychological and spiritual–moral aspects of the application of neurotechnologies in modern education (“neuroeducation”) is one of the least studied areas. Neuroeducation is the application of neurological knowledge in the educational environment, as well as the development, application and correction of invasive (neurointerfaces) and non–invasive neuro(digital)technologies. Socio–psychological problems of the application of neurotechnologies in modern education are associated with the directed destruction of traditional educational relations, their transformation into a relationship mediated by neurointerfaces and other control devices for students, the removal of teachers and mentors from education, their replacement with artificial intelligence, which reproduces programs set by the creators and owners neurointerfaces and other neurotechnological devices and technologies. Therefore, socio–psychological problems are closely related to spiritual and moral problems: the creation of a posthuman means the destruction of a human, and this, in turn, means the destruction of humanity and, apparently, the rejection of all human attributes, including dignity, freedom etc. The aim of the research is to analyze the socio–psychological and spiritual– moral problems of neurodidactics in inclusive education. The practical significance of the research is associated with the assessment of the risks and benefits of neuroeducational technologies in inclusive education, the theoretical significance is associated with an attempt to integratively comprehend neurotechnologies in didactic interaction within the framework of the inclusive education system. The novelty of the research is connected with the combined analysis of the socio–psychological and spiritual–moral aspects of the application of neurotechnologies in didactic inclusive systems. Materials, Results and Discussion. In the modern world, the life and development of people with disabilities are no longer viewed as atypical, non–standard, exclusive precedents. They began to act as issues requiring solution of the ways of their socialization / education and training, support and development in the specific conditions of the life of children and adults with disabilities and special educational needs. Many changes are taking place thanks to the introduction of neurodigital technologies, which have potentially very great prospects in solving the problems of overcoming social isolation (exclusion and segregation) of people with disabilities. Conclusions. Prospects for neurodigital technologies in inclusive didactic interaction are associated with providing schoolchildren and students with disabilities with opportunities to correct existing disorders and developmental delays in order to build productive and effective relationships with other members of society. This allows people with disabilities to achieve not only self–realization, but also self–actualization. However, the use of neurodigital technologies is significantly limited and can cause significant harm if, in their development, use and improvement, the socio–psychological and spiritual–moral aspects of such “improvement” and correction are not taken into account, if the goal of training is not a person as a subject of culture, but a posthuman hybrid, a biorobot controlled from the outside using invasive and non–invasive devices / neurointerfaces.